Beacon Lesson Plan Library

Factoring Out Disease

Erin Cramer


Students identify health problems that occur during adulthood and list the related risk factors, as well as ways to delay the onset of or the prevention of the identified health problems.


The student effectively integrates multimedia and technology into presentations.

The student knows how to delay the onset of and reduce the risk for potential health problems during adulthood.


-Dry erase board with markers
-Research materials (books, magazines, newspapers, encyclopedias, Internet)
-Computers with access to PowerPoint software (1 computer per 3 students)
-LCD projector and screen
-Notebook paper (students provide)
-Rubric (See Associated File)
-Class set of floppy disks


1. Write HEALTH PROBLEMS on the dry erase board.
2. Set up computer, LCD projector, and screen.
3. Display available resource materials.
4. Download the rubric and make one copy per student for assessment purposes. (See Associated File)


Note: This lesson requires students to use PowerPoint presentations, therefore, prior instruction in developing a PowerPoint is necessary.

1. Ask students if they recall how to construct a PowerPoint presentation. Briefly fill them in on the projected assignment.

2. Point to the title HEALTH PROBLEMS on the board.

3. Ask students for examples of health problems that generally occur during adulthood and list them on the board.

4. As a class, choose one health problem to work on. This activity will serve as an example demonstrating the process for the final project. At this point, it is best to choose a health problem that everyone should have some knowledge of.

5. In large groups (6 to 8), encourage the students to discuss the chosen health problem and identify a related risk factor as well as a way to delay the onset of or the prevention of the health problem.

6. After their large-group discussion, ask the groups to share and discuss the information with the class. Be sure to address each point separately: Risk Factors and Delay/Prevention of Health Problem.

7. As the students share their information, make a list of the information on the board; this will serve as the outline.

8. Now the teacher creates a PowerPoint using the information provided by the students. Again this is an example of how the students should format their final projects. Be sure to make the students aware of the font size (14-22) necessary so all students can view the presentation clearly. (A font too small will be difficult for the students in the back of the room and a font too large will not allow the students to organize their data effectively on a slide.)

9. Once the class presentation is complete, thoroughly explain the assignment and pass out the assessment rubric. (See Associated File) Explain to the students that the rubric outlines all of the requirements for the assignment.

10. The students are now ready to choose 2 other classmates they would like to work with. One person in each group should know how to use PowerPoint software.

11. Each group is to choose one health problem they would like to present to the class. The topics may not be duplicated so I have them available on a first come, first served basis.

12. Group members should work together to compile data: at least 3 risk factors & way(s) to delay or prevent the identified health problem. Students can use any available resources (books, encyclopedia, magazines, Internet, etc.) to find the required data. Each student should create one slide and present the information during the group presentation.

13. Itís not time for the computer yet Ė all thoughts need to be outlined! All presentation slides should be outlined on a piece of paper before the students begin with the multimedia presentation.

14. After outlining the slides on paper, students begin constructing the presentation. Enter the compiled data and graphic(s) onto the presentation slides. The chosen graphic should pertain to the nature of the assignment. A picture of a happy person, nutritious foods, people exercising, or a picture of a doctor are all acceptable graphics, however, these are only examples.

15. Remind the students to save the presentations and/or print a hard copy.

16. Students present their PowerPoints to the class and then turn in their hard copies.

17. The teacher should be available for questions and guidance throughout the activity.


Use the students' presentations for assessment. A rubric is included in the associated file for this purpose. Students may need additional feedback and guidance in order to meet the criteria. This criteria should be given to students prior to the actual class presentation.


1. Using technology is an added bonus in this lesson. If the technology is not available, variations to the lesson could be made so that it still applies to the benchmark: The student knows how to delay the onset of and reduce the risk for potential health problems during adulthood. For example, students could draw posters or handouts detailing the required information.

2. Extending this plan into a week or more will provide students with special needs more time to conduct the research on a health problem and will also allow them more time to work on the multimedia presentation.

Web Links

This lesson includes a rubric designed from the Teach-nology Website. This site provides sample rubrics for various assignments and tasks. A rubric generator is also available to develop a rubric to fit your needs.

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